Night
by
Wole Soyinka

Background and setting of the poet and poem, and summary

Subject: Literature-in-English

Theme: Literature in English

Topic: Night by Wole Soyinka

Sub Topic: Background and setting of the poet and poem

Date: dd/mm/yyyy

Class: S.S 2

Average Age: 15 years and above

Duration: 35 Minutes

No of Learners: 40



At the end of the lesson, the students should be able to:

1. State the background of the Poet.

Wole Soyinka was born in 1934. His first eleven years was spent in Abeokuta, Ogun State where he received his earliest education. For his secondary learning, he attended Government College, Ibadan while his tertiary education took him to the University of Ibadan and Beeds University in England.
He has published four autobiographical works. The man Died (1972), Ake (1981), Isara (1989) and Ibadan (1994).
Wole Soyinka was awarded the Nobel Prize in Literature in 1986, the first African to merit such a Prize. He was so particularly recognized for his plays which in-fact have become his most bounteous harvest of the over thirty dramatic texts.
Wole is an author, playwright, poet, and political activist whose prolific body of work includes ‘Night.’ He sometimes wrote of modern West Africa in a satirical style, but his serious intent and his belief in the evils inherent in the exercise of power were usually evident in his work as well. Soyinka’s ‘Night’ is a poem that depicts the shades of influences of the night, the fact that it brings about sleep, provides cover for agents of evil as well as a refuge for those haunted by their enemies.
He has also written numerous poems to his credit among which is “Night”

2. Identify the setting of the Poem.

The poem is set during the night time and it could be in Nigeria. Night is Set against the backdrop of Nigeria's struggle for independence, Soyinka's poem captures the darkness of the night as a metaphor for the challenging times his nation faced.

3. Recite the poem.

Night
Your hand is heavy, Night, upon my brow.
I bear no heart mercuric like the clouds, to dare.
Exacerbation from your subtle plough.
Woman as a clam, on the sea's cresent.
I saw your jealous eye quench the sea's
Flouorescence, dance on the pulse incessant
Of the waves. And I stood, drained
Submitting like the sands, blood and brine
Coursing to the roots. Night, you rained
Serrated shadows through dank leaves
Till, bathed in warm suffusion of your dappled cells
Sensations pained me, faceless, silent as night thieves.
Hide me now, when night children haunt the earth
I must hear none! These misted cells will yet
Undo me; naked, unbidden, at Night's muted birth.

4. Highlight the subject matter/theme employed in by the Poet.

The poem's subject matter revolves around the darkness of the night, both literal and metaphorical, symbolizing the oppression and turmoil experienced by the Nigerian people during their fight for freedom

1. It explores the theme of darkness and its symbolism in the human experience.

2. Fear; the poet expresses the fear of the night because of the evil perpetrators that work under the cover of the night (darkness). This fear is great to the extent that the poet begs the night to hide him from the evil doers.

3. Complexity of the night; the nature of the night is complex; it is both for the peaceful and the devilish people. After the day’s work, night is so good to rest one’s head on. At the same time, the evil doers go around to attack their victims, for example armed robbers and thieves. They hide under the cover of darkness to carry out evil deeds or missions.

4. Danger of the Night; the dangerous nature of the night is also expressed in the poem. The eyes cannot penetrate through the darkness and anything can come out in the night to do evil.

5. Silence; the night is a silence time of the day where quietness is experienced.

5. Explain Poetic Devices/Techniques, Imaginery/Symbolism used in ‘Night’.

Soyinka uses vivid imagery and evocative language to depict the the struggles and sacrifices endured by those seeking liberation.
Soyinka employs a range of poetic devices and techniques to convey the intensity of the night and the emotions it evokes.
This includes powerful use of repetition, alliteration, and symbolism to create a sense of urgency and despair, while also infusing the poem with a glimmer of hope and resilience
The effective use of imagery and symbolism in "Night" adds layers of meaning to the poem, allowing readers toconnect with the struggles of the Nigerian people on a deeper level.
From the darkness of the night to the flickering flames of resistance, each image serves to underscore the poem's themes and amplify its impact.

1. Alliteration; in line 1 in the word ‘hand’ and ‘heavy’ in which the sound /h/ is repeated.

2. Personification; in line 1, night is personified saying, Your hand is heavy, Night, upon my brows I saw your eyes quench the sea’s, Hide me now, when night children haunt the earth.

3. Simile: in stanza 2, Woman, as a clam, on the sea’s crescent, submitting like the sands, blood and brine.

4. Metaphor: it is used to establish the power of the night. In line 6, fluorescence means the shining surface of the sea In line 13, the devilish people of the night- that is, ‘Night Children.’

5, Enjambment; (run on line) the fear that runs through the poem makes it important for the poet to write with the lines running into one another.

Rationale:

"Night" by Wole Soyinka is a powerful poem that delves into themes of oppression, injustice, and the resilience of human spirit.

Prerequisite/ Previous knowledge:

Storyings, songs, history etc.

Learning Resources:

Flash cards, an audio video youtube examples, Available useful objects.

Reference Materials:

1. Exam focus on Literature in English by J.O.J Nwachukwu et’al.
2. Standard literature in English vol.4 by Tony Duru
3. “Night” by Wole Soyinka
4. Internet sources


Lesson Development:

STAGE

TEACHER'S ACTIVITY

LEARNER'S ACTIVITY

LEARNING POINTS

STEP 1:
PREVIOUS KNOWLEDGE
full class session (3 mins)
The teacher Introduces the lesson by asking questions based on previous knowledge from the play, A Midsummer Night Dream by William Shakespeare

Explain the Act/Scene in "A Midsummer Night Dream" by William Shakespeare
The students respond to the questions based on previous knowledge.

‘A Midsummer Nights Dream’ by William Shakespeare

Act 1, Scene 1:
Theseus, the Duke of Athens, is getting married in four days. However, during the preparations for the wedding, a man called Egeus appears, bringing with him his daughter Hermia and two men, Lysander and Demetrius. Egeus wishes Hermia to marry Demetrius; however, she is in love with Lysander and refuses. Egeus wants the Duke to sort it all out. Egeus wants to evoke an ancient law which allows a father to either kill his daughter or put her in a nunnery for life for disobedience. The Duke upholds Egeus’ wishes, despite the fact that he thinks Lysander is a fine young man, and tells Hermia that she must marry Demetrius. Once again, she refuses and so the Duke advises her to think carefully about her options. He gives her until the day of his marriage to make a decision. Lysander and Hermia decide to run away from Athens that night and marry in secret. Hermia confides her plan to her friend Helena. However, Helena is deeply in love with Demetrius, despite the fact that he is not interested in her. They did have a relationship, but Demetrius is now in love with Hermia. To try to curry favour with him, she waits until Lysander and Hermia have run off and then tells Demetrius their plan.

Act 1, Scene 2:
A group of tradesmen, Quince, Snug, Bottom, Snout and Starveling, meet at Quince’s house to organise the details of the play - ‘The most lamentable comedy, and most cruel death of Pyramus and Thisbe’ - that they want to perform at the Duke’s wedding. The men decide who is going to play each character in the performance and agree to meet in the forest the next night to rehearse.

Act 2, Scene 1:
The scene shifts to the woods outside Athens. Fairies live in the woods and are ruled by King Oberon and Queen Titania. Two fairy servants, one of the queen’s and Puck (also known as Robin Goodfellow) who serves the king, are discussing the huge argument between Oberon and Titania. Oberon is jealous about the queen’s new attendant who is a changeling boy. Oberon wants him for himself, but Titania will not let him go. In revenge, Oberon tells Puck to pick a flower called love-in-idleness and squeeze its juice onto Titania’s eyelids while she is asleep. When Titania wakes, she will fall in love with the first thing she sees – whatever that may be! Puck flies off to do his king’s bidding and Oberon then spots Demetrius and Helena in the wood. Helena is trying to persuade Demetrius to take her back and he is being very cruel to her, saying that she makes him sick. Oberon feels sorry for Helena and decides to intervene. He instructs Puck to also put the flower juice on a man wearing ‘Athenian garments’, but only when he is sure that the next thing he will see is the ‘sweet Athenian lady’

Act 2, Scene 2:
Titania is in a different part of the wood and we see her asleep with the fairies around her, singing lullabies to protect her from dangerous animals. Oberon comes in and puts the flower juice drops on her eyelids.Hermia and Lysander – who have run away through the wood – enter, tired and lost. They decide to rest until morning, although far away from each other to make sure they don’t lose their honour before they are married! Puck arrives and assumes this is the couple that Oberon meant. Therefore, he puts the flower juice onto Lysander’s eyelids. Demetrius then runs past – trying to escape Helena, who is close at his heels. Lysander wakes and the first thing he sees is Helena. Naturally, he falls madly in love with her and follows her further into the wood, leaving Hermia alone. Hermia wakes and sets off to find Lysander.

Act 3, Scene 1:
The workmen arrive in the woods to begin rehearsing their play. There is a lot of discussion about the script. Puck comes across them and mischievously decides to give Bottom a donkey head. Bottom can’t see it, but everyone else can. The other men run off screaming when they see what has happened. Bottom then thinks his friends are trying to make him scared by pretending there is a monster. He sings to comfort himself, but his singing wakes Titania who, of course, falls in love with him. She instructs her servants Peaseblossom, Cobweb, Moth and Mustardseed to look after Bottom and they lead him off to Titania’s home.

Act 3, Scene 2:
Oberon is delighted when Puck reports back to him and tells him that Titania is in love with a donkey. Puck also says he was successful with the Athenian couple. However, Demetrius comes in arguing with Hermia and Oberon realises something has gone amiss. Hermia thinks Demetrius has done something to Lysander, but when she can’t get answers from him, she storms off into the wood. A tired Demetrius lies down to go to sleep. Oberon tells Puck to go and find Helena and puts the flower juice on Demetrius’ eyes. Sure enough, when he wakes, Demetrius sees Helena and is instantly in love with her. Now both Demetrius and Lysander are begging Helena for her love. Helena thinks they are both cruelly pretending to love her and is furious. Hermia finally catches up to them and is shocked that Lysander is wooing Helena. A big argument erupts between all four characters. Lysander and Demetrius decide to settle things with a duel and Oberon sends Puck to intervene and sort the situation out. Puck takes on the identity of Lysander when he is with Demetrius and becomes Demetrius when he is with Lysander. He sends both men running through the wood so that they won’t meet and fight. Eventually, the four young people all fall asleep near each other. When Lysander finally goes to sleep, Puck reverses the magic that made him fall for Helena. The next morning, Theseus and Hippolyta discover the sleeping couples and agree that they will get married at their wedding.

Act 4, Scene 1:
Titania is very attentive to Bottom and wants to stroke his ears and place roses around his head, but Bottom can only think about oats and hay. Eventually the two lie down for a nap. Oberon sees this and tells Puck that Titania has agreed to give him the changeling and so he will now release her from the flower magic. He also tells Puck to turn Bottom back to normal.

Act 4, Scene 2:
The remaining players, Quince, Flute, Snout and Starveling meet up again at Quince’s house. They are worried about Bottom’s disappearance, especially since he is the star of the show. Snug brings news that the duke now has two other couples with him who will also get married. The men are convinced that if they perform their play for all three couples, they will be rich. Just in the nick of time, Bottom arrives to take the lead role.

Act 5, Scene 1:
Finally, it is the day of Theseus’ wedding and there is much discussion about the celebrations with the master of ceremonies Philostrate. Philostrate has a list of planned events and asks the duke to cancel the play on the grounds that is will be ‘tedious’ but Theseus thinks the men have worked hard and deserve the chance to perform. The play is performed, much to the amusement of the audience. At midnight, all the newly married couples leave and the fairies appear to bless the marriages. The performance ends with Puck advising the audience to treat the play as if it were a dream.

Reversing previous lesson
STEP 2:
INTRODUCTION
full class session (3 mins)
Identification of prior ideas.
The teacher review/introduce what they are going to study today, the poet “Night” by Wole Soyinka.

Thereafter, the teacher asks student to recite the poem.
The students listen attentively to the teacher.

Thereafter, Students recite the poem.

Night
Your hand is heavy, Night, upon my brow.
I bear no heart mercuric like the clouds, to dare.
Exacerbation from your subtle plough.
Woman as a clam, on the sea's cresent.
I saw your jealous eye quench the sea's
Flouorescence, dance on the pulse incessant
Of the waves. And I stood, drained
Submitting like the sands, blood and brine
Coursing to the roots. Night, you rained
Serrated shadows through dank leaves
Till, bathed in warm suffusion of your dappled cells
Sensations pained me, faceless, silent as night thieves.
Hide me now, when night children haunt the earth
I must hear none! These misted cells will yet
Undo me; naked, unbidden, at Night's muted birth.
Introducing the topic for discussion to arouse their interests and refresh their memories.
STEP 3: DEVELOPMENT
Group Work (2 mins)
The teacher guides the learners to form four groups and asks them to choose their leaders and secretaries. Learners choose their group leaders and secretaries. Inculcating leadership skills, competitive spirit, cooperation, teamwork and a sense of responsibility among learners.
STEP 4: EXPLORATION
3 mins
Mode: Individual
The teacher presents to the class the instructional resources and leads the students to air their views on them.

Thereafter, Teacher asks probing questions that lead students to: explain the BACKGROUND OF THE POET.

The teacher makes contribution were necessory.
The students explain the BACKGROUND OF THE POET.
Wole Soyinka was born in 1934. His first eleven years was spent in Abeokuta, Ogun State where he received his earliest education. For his secondary learning, he attended Government College, Ibadan while his tertiary education took him to the University of Ibadan and Beeds University in England.

He has published four autobiographical works. The man Died (1972), Ake (1981), Isara (1989) and Ibadan (1994). He won the noble price for literature in 1986, the first African to merit such a Prize. He was so particularly recognized for his plays which in-fact have become his most bounteous harvest of the over thirty dramatic texts. Wole has also written numerous poems to his credit among which is “Night”
Background of the poet “Night” by Wole Soyinka.
STEP 5: DISCUSSION
5 mins.
Mode: Group
The teacher guides the learners to identify the setting of the poem. The Students in their various groups state that the Poem is set in Lagos state, Nigeria. The poem is distinct from the Poet other works, which often focus on themes of resistance and rebellion. It reflects the political and social turmoil of its time, a period marked by oppression and violence. The setting of the poem.
STEP 6: APPLICATION
4 mins
Mode: Group
The Teacher allows some contributions from students, stating subject matter in the poem. Some contributions made by students stating subject matter in the poem.

1. It explores the theme of darkness and its symbolism in the human experience.

2. Fear; the poet expresses the fear of the night because of the evil perpetrators that work under the cover of the night (darkness). This fear is great to the extent that the poet begs the night to hide him from the evil doers.

3. Complexity of the night; the nature of the night is complex; it is both for the peaceful and the devilish people. After the day’s work, night is so good to rest one’s head on. At the same time, the evil doers go around to attack their victims, for example armed robbers and thieves. They hide under the cover of darkness to carry out evil deeds or missions.

4. Danger of the Night; the dangerous nature of the night is also expressed in the poem. The eyes cannot penetrate through the darkness and anything can come out in the night to do evil.

5. Silence; the night is a silence time of the day where quietness is experienced.

Being able to Explain the subject matter of the poem "Night"
The Teacher guides students to list and explain Poetic Devices used in the poem ‘Night’ The students list and explain Poetic Devices used in ‘Night’

1.Alliteration; in line 1 in the word ‘hand’ and ‘heavy’ in which the sound /h/ is repeated.

2. Personification; in line 1, night is personified saying, Your hand is heavy, Night, upon my brows I saw your eyes quench the sea’s, Hide me now, when night children haunt the earth.

3. Simile: in stanza 2, Woman, as a clam, on the sea’s crescent, submitting like the sands, blood and brine.

4. Metaphor: it is used to establish the power of the night. In line 6, fluorescence means the shining surface of the sea In line 13, the devilish people of the night- that is, ‘Night Children.’

5, Enjambment; (run on line) the fear that runs through the poem makes it important for the poet to write with the lines running into one another.
Being able to list and explain Poetic Devices used in ‘Night’
STEP 7: EVALUATION
Mode: Entire Class
5 mins
The teacher asks the students the following questions:
i. Analyse the therne(s) of the poem, relate the theme to personal life encounters.

ii. Analyse the style.

iii.Use portions of the poem to explain the themes.
The students expected answers

(i) The themes of "Night" by Wole Soyinka are multifaceted, encompassing oppression, resistance, and the indomitable human spirit.

Through the darkness of the night, Soyinka explores the struggles faced by his people in their quest for freedom and justice.

This theme resonates deeply with personal life encounters, as many individuals have experienced their own battles against various forms of oppression and adversity. One of the central themes of the poem is the resilience of the human spirit in the face of oppression.

Soyinka portrays the night as a time of darkness and despair, yet within that darkness lies the flickering flame of resistance.

This theme speaks to the perseverance and determination of individuals who refuse to be silenced or oppressed, even in the darkest of times.

Another theme present in the poem is the idea of hope amidst adversity. Despite the overwhelming darkness, Soyinka suggests that there is always a glimmer of light, a beacon of hope that guides people through the night.

This theme resonates with personal life encounters, as many individuals have found strength and inspiration in moments of darkness by holding onto hope for a better future.

(ii) In terms of style, Soyinka employs a lyrical and evocative language that captures the intensity of the emotions depicted in the poem. His use of vivid imagery and powerful metaphors creates a sense of urgency and desperation, while also conveying a message of resilience and hope. For example, in the lines: "Under your bombs of deceit From the scars of your filth I crawl under your bamboos of blood"
Soyinka utilizes stark imagery to depict the brutality and violence of oppression, yet within these images lies a sense of defiance and resistance.

(iii) "This blending of darkness and light, despair and hope", is characteristic of Soyinka's style and serves to underscore the complex themes explored in the poem.

Asking the learners questions to assess the achievement of the set objectives.
ASSIGNMENT The teacher gives learners take home.
(i) Write a poem of your choice not more than 12 lines. (ii) List and explain other poetic devices used in ‘Night’
The learners copy the assignment Better understanding of the Poem “Night” by Wole Soyinka
CONCLUSION
2 mins
The teachers wrap up from the learners' contribution on “Night” by Wole Soyinka. The students listen to the teacher and copy down notes. Consolidating and harmonizing scientific concepts.


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